Role-play in English Teaching

角色扮演在英语口语教学中的应用摘要如今，角色扮演在英语教学中发挥着越来越重要的作用。

目的是鼓励学生在教师创设的特定情境中提高英语口语水平。

本文介绍了初中英语口语中角色扮演的应用的五个要点。

首先，角色扮演应设立清晰的教学目标；其次，教师应依据教材设定角色扮演情景；第三，选择角色时的注意事项；第四，组织学生练习；最后，如何及时有效的反馈。

关键词：初中；口语；角色扮演Abstract Nowadays, role play has become an important teaching method in English Teaching. The objective is to encourage students in a particular situation created by the teacher proficient in English speaking, with more interesting ways to exercise the student ability of oral English. This paper discusses the application of role play in junior oral English teaching in three aspects. Firstly, it reveals some problems in the present situation of junior oral English teaching. Secondly, it presents the application of role play in junior oral English teaching, which means the combination of role play and junior oral English teaching; Lastly, it presents some suggestions on the application of role play in junior oral English teaching.Keywords：junior high school；spoken；cosplay1.当前中学英语口语教学的情况越来越多人意识到英语的重要性，同时，英语口语也占了越来越重的分量。

英语教学中教师的角色Teacher’s Role in ELT ClassName: GuohuameiSupervisor: He LanfangDate: 09-01-2014英语教学中教师的角色摘要在这篇论文里,作者将对传统的英语教学和以学生为中心的教学中教师的角色进行粗略的分析。

随着英语课程的改革，教师将被赋予不同的任务来满足学生的需求。

因此他们不得不从传统的教学模式到现代教学进行角色的转换。

在这篇论文里，教师要从五个方面去转换他们的角色，使教师的主导作用比以前少，但不是不重要。

在新的教学环境中，教师要求要有新的任务。

本文指出在英语教学中，教师要激发学生的学习兴趣，树立学生的自信心和建立交际的环境。

AbstractIn this paper, the author will summarize teacher’s role in traditional English teaching and learner-centred curriculum. With the reforms of English curriculum, the teacher should take different tasks to meet the needs of students. He has to change his role from traditional English language teaching to the student-centred English language teaching. In this paper, there are five aspects for the teacher to change his role. The teacher’s function should become less dominant than before, no less important. In the new teaching environment, the teacher is asked for new task in ELT class. The author argues that the teacher should mo tivate his students’ interest of learning English, set up his students’ confidence and a communicative situation in his English teaching.Key WordsTeacher’s role learner-centred change task play roleTeacher’s Role in ELT Classｌ.IntroductionIt is held that language teaching is “a complex issue, encompassing socio-cultural, linguistic, psycholinguistic, as well as curricula and instructional dimension” (Richards, 1998, P11).In any language classroom there will always be aspects of the classroom encounter and interaction between the teacher and the students. A successful language teaching goes beyond to not only the teaching materials and teaching aids, but also how to place the teacher’s role in right position. In my teaching practice middle school, most teachers taught the new teaching materials by using traditional English teaching ways. They paid more attention to “one-way” static teaching mode. The teacher-students relationship is asymmetrical and unbalance. In teacher-centred classroom, the teacher is in a position of authority and the students have little chance to become actively. In that middle school, the teacher presents the text of English for the whole lesson and the students don’t get enough time to practise the language themselves. They just passively absorb the information which is provided by the teacher. As far as I found in that school, the students were weak in practical ability. Although they could have high marks and passed the examination, they couldn’t us e English freely and had low communicative ability.Ⅱ.T eacher’s role in traditional teaching classWhat leads to the unsatisfactory effect of classroom teaching in my teaching practice middle school? That is the teacher has n’t got the correct underst anding for the task of teacher’s role. What’s teacher’s role?According to Widdowson, “those who take up position in the languageclass-teacher and students” (Widdowson, 1990, 181).The teaching class consists of three decisive factors- the teacher, the students and the teaching materials. In the traditional classroom, the teacher is in a central important position. The teacher speaks and the students listen. The teacher questions and the students just answer it. The teacher just treats his students as educational objects and imbues them with the information of English. The s tudents’ abundant practice and realistic activity are ignored. The traditional teaching demands that the teacher should explain and imbue the important and difficult points from the text. The teacher is master of the forty-five minutes in one lessen. The students are placed in the secondary role. This kind of teaching has resulted in “the teacher’s heavy domination over the whole class and students’ passive reception, which frustrate students’ potential and creativity” (Liu Xiaohong, 2002). It causes the students depend on their teacher too much and lack of thinking ability, observant ability and understanding ability. With the rapid development of English teaching and the reforms of English teaching materials, the old teacher-students relationship must be changed. Teacher-centred teaching should be replaced by learner-centred teaching. These are tow different environments to study. So the task of teacher’s role should be changed to meet the needs of students. In order to set up a fine environment for the students to study, I think the teacher should change his type and idea of teaching. Under the following, there are five aspects for the teacher to change his role.Ⅲ.Five aspects for the teacher to change his role in ELT classⅰ.The teacher should change his position from to be a deliverer to a producer.According to the target of teaching materials and the features of the students, the teacher should decide the correct teaching materials and teaching aids. The teacher should also create the teaching process to meet the needs of students. Let the students hold some English knowledge and four learning skills. The t eacher’s task is t train his students to have observant ability, memory, imaginable ability and creativity. This can help students to use English in real-life.ⅱ.To be a director, not a dominantThe teacher should establish different surroundings during the whole lesson. Different students have different abilities and levels. In different surroundings, the teacher should involve students in the learning process. Let them know that they are the main characters in the learning process. This can attract students’ attention and help them expound their practical abilities. To be a director, the teacher should set up his student s’ confidence. Then they practise their knowledge by synthetic language and improve their practice and creativities. When the students feel successful during the teaching class, they will learn the second language for enjoyment or pleasure from learning. L earners’ motivation may ebb and fl ow at times and in accordance with their particular interests, learning involvement and the learning context. As learners’ strong motivation promotes their learning, their learning progress or achievement will in return enchance their language learning motivation further.ⅲ.To point out the knowledge, not to spread itUnder the correct guidance of the teacher, the students can study successfully. It means that the teacher is important in the classroom, not the main role. The teacher is placed in the secondary position. So the teacher-centred should be changed by learner-centred. We should overcome the phenomenon that the teacher is master of the classroom. During the lesson, the teacher just guides his students to know the knowledge of English and teaches them how to use it. It is bad for the students to passively absorb the information. Instead of spreading the information, the teacher now motivates his students to learn English. This is satisfied with the needs of new English teaching materials.ⅳ.Instead of strange relationship, friendship is useful for ELT class In the traditional classroom, the teacher is the master of the lesson. The teacher is conditioned to function as a complete authority who takes the charge of the class while the students become passive and ignorant audience. This will lead to poor teacher-students relationship. For the students, their teacher is strange. They just follow their teacher. There is no cooperation between the teacher and the students. In order to suit the new English curriculum’s needs, the teacher should set up a good friendship with his students and discuss some questions with his students equally.Under a warm and comfortable environment, the students can involve themselves in the class and answer questions actively.ⅴ.Students need to practise more, not the teacherPractice is an important way for the students to learn language. It makes the students learn by natural ability. In tradition, the teacher practises more in the class. But this is unexpected now. Now we pay more attention to the students’ practice. The more action they act in the class, the more they will motivate. Learning can become acquisition when it is sufficiently practised.Ⅳ. What should the teacher do in the learner-centred ELT class?“The school’s job was to lay stress on the natural development of the growing child, rather than to pour information for which the child had no context, into him or her” (Dewey, 1859). In the Dewey system, the child becomes the active agent in his own education, rather than a passive receptacle for facts. So with the new curriculum system, the teacher should adopt different task to suit his role in English curriculum. How does the teacher play his role in English teaching? What the teacher in China needs to do now is to modernize and combine the new with the old so as to play well his roles.ⅰ.Motivate students’ interest in ELT classIn teaching, the teacher’s task is to guide his students to learn English knowledge and teach them how to use it. Of course, he also needs to pay more attention to his students’ interest of learning English. That is, to motivate students to study actively. In my opinion, it lies in three ways.Ａ﹚.The teacher should provide a comfortable relaxing atmosphere for study.To Learn English well, a learner’s ability plays important role in study, but good environment factors are important, too. Good teacher-students relationship is good for study atmosphere. It can create a warm and comfortable class. When the students treat their teacher as friend, they will reduce the fear of making mistakes. They will involve in the class and answer actively and try to seize every chance to practise English. If their teacher treats them just as children, not friends, the effect will be caused inopposite. So the teacher should play his role fully to establish a comfortable environment to motivate his students.Ｂ﹚.The teacher should use suitable and various teaching methods.In the middle school, the students are easy to absent their mind. For this problem, the teacher should use some interesting and suitable methods to teach. The teacher also can change his methods often. This can attract the students’ attention. During the lesson, if the students feel more and more puzzle, the teacher is unsuccessful. In English class, picture, games, gestures, role playing, pair works and competition are all effective ways. At the same time, the teacher should adjust the speed of the class to meet the needs of students. And the teacher should pay more attention to the students’ responds in class. So wrong thing can be corrected and then they can get more knowledge.Ｃ﹚.The teacher should make full use of each student’s ability and give them confidence.Different students have different abilities in learning. It is necessary for the teacher to offer them chances to practise. At the same time, for a teacher, showing some simple reactions to his students is necessary. When a student stands up to answer the teacher’s questions, but the teacher doesn’t give him or he r any reactions. This will h urt his student’s heart. They will lose their confidence. So it is important for the teacher to respect every student’s personality and abilities.ⅱ.Build up the students’ confidenceIn order to learn a foreign language well, it is necessary to build up the students’ confidence, to overcome the fear of making mistakes, and eliminate the shyness. When the teacher finds his students making mistake s, he shouldn’t blame them at once and correct too much. The teacher can manage the mistakes by other ways. He could use some ways which doesn’t hurt his student s’hearts to check the wrong things. Then the students will not lose heart. For some shy students, they are very sensitive to criticism. So the teacher should often encourage them to involve in the class and praise them more. The teacher should give them confidence and help themto overcome shyness with determined and patient effort in building self-confidence. ⅲ.Set up a communicative situationMargie S.Berns, an expert in the field of communicative language teaching, writes that “language is a interaction, it is interpersonal activities and has a clear relationship with society. In this light, language study has to look at use of language in context, both it linguistic context, and its social, or situational context (who is speaking, what their social roles are, why they have come together to speak)” (Berns, 1984, 5) According to Berns, it is useful for learners to study foreign language in context.The learners can combine the knowledge which they have learned with the real-life. Real-life situation change day from day, students motivate to learn comes from their interest in communicate in meaningful ways about meaningful topics. They may feel dull to learn the text for all times. To set up a communicative situation is helpful for students to practise their knowledge of learning and use it in the real- life. So the teacher should design the dialogue and set up communicative situation according to the context to lead the students communicate in class.Ⅴ.ConclusionThe whole ELT class consists of three decisive factors-the teacher, the students, the teaching materials. The three factors play their own roles. The teacher is a producer, not a deliverer. He is a director, not a dominant. He provides instructions and guidelines for his students. Instead of managing everything for the students, now the teacher just points out and guides the students to deal with the problems. With different teaching models, the teacher plays different roles and gets the different effect. In the complex, dynamic ELT class, the students should be encouraged to think, to analyze and to produce so as to communicate effectively. And the learning materials just play a helpful role. It is a tool for students to know the language. In words, the three factors are all important in the teaching process. So they should combine with each other and occupy their own positions.Bibliography：1.Chen Lili.〔2004〕Teacher’s Roles in Learner-centred ELT. Renmin University ofChina Press.2.Dimitrios Thanasoulas.〔1999〕Classroom: Forum or Arena? The Internet TESL.3.Guo,C. ＆kavanagh, M.﹝2002﹞New ELT Methodology. Xiamen UniversityPress.4.H.G Widdowson.〔1996〕Teaching Language as communication. Oxford: OxfordUniversity Press.5.Jack C.Richards.〔1998〕The Context of Language Teaching Cambridge:Cambridge University Press.6.Liu Xiaohong.〔2002〕The Teacher’s role in ELT Class in Teaching English inChina, V ol.25 No.3.。

初中英语课堂中角色扮演法的运用1. 引言1.1 介绍角色扮演法及其在初中英语课堂中的应用Role-playing is a teaching method that has been widely used in the field of education, including the English classroom in middle schools. It involves students taking on specific roles and acting out scenarios in a simulated setting. In the context of the English classroom, role-playing can be used to enhance students' speaking skills, boost their confidence in expressing themselves in English, ignite their interest in learning the language, foster a sense of teamwork, and deepen their understanding of English language and culture.2. 正文2.1 提高学生英语口语能力Role-playing is a powerful tool for enhancing students' oral English skills in the middle school English classroom. By actively engaging in role-playing activities, students have the opportunity to practice speaking in real-life situations, which helps improve their fluency and confidence in using the language.2.2 增强学生英语表达自信心Role-play method in middle school English class is an effective way to enhance students' confidence in English expression. Through role-playing, students have the opportunity to practice speaking in a safe and supportive environment, which can help alleviate the fear of making mistakes and boost their self-esteem.2.3 激发学生学习英语的兴趣Role-playing is an effective method that can be utilized in middle school English classrooms to spark students' interest in learning the language. By engaging in role-playing activities, students can immerse themselves in real-life scenarios, making the learning process more interactive and engaging.2.4 促进学生团队合作意识的培养Role-playing in the middle school English classroom not only serves as a tool for enhancing students' language skills but also plays a significant role in fostering teamwork and collaboration among students. Through engaging in role-play activities, students are encouraged to work together towards a common goal, thus promoting a sense of unity and cooperation within the classroom.2.5 帮助学生更好地理解英语语言和文化帮助学生更好地理解英语语言和文化是初中英语课堂中角色扮演法的一个重要作用。

角色扮演的优点英语作文In the use of role play in English teaching, teachers should first understand the connotation of role play, and only after fully understanding the meaning of role play can they truly experience the intrinsic value of role play in junior high school English teaching. Role play refers to the teaching method in which teachers re-decompose and combine the teaching content in order to allow students to learn the teaching content more effectively, and after determining the learning subject, let the students play a certain role in communicating with other students, which is a new type of teaching method. Role play embodies the concept of highlighting the status of students under the new curriculum standards, transforms the phenomenon of students passively listening to lectures, and promotes the improvement of the effectiveness of classroom teaching.After the end of the role play, it is necessary to effectively analyze the role play effect to help students continuously improve their oral communication problems, so as to improve students' oral communication skills. First of all, teachers should try to use positive evaluation methods. For example, the teacher can use the grammar and knowledge points of each student to be correct, the role play attitude of eachgroup is more positive, they can play their own strengths and potentials, and the learning confidence is enhanced. Secondly, teachers should guide students to self-evaluate and evaluate each other, point out the advantages they and others have shown, existing problems, problems that need to be improved, etc., so that students can accept their shortcomings with an open mind, fully understand themselves, and continuously improve their oral communication skills. In short, in the middle school English conversation teaching to carry out role play teaching, teachers should give full play to their role as guides and organizers, to combine the actual situation to divide the study group, set up a good situation and role, effectively use the textbook conversational factors, integrate the advantages of information technology, effectively analyze the role play effect, etc., so as to continuously improve the efficiency of conversation teaching and promote the continuous improvement of students' oral comprehensive ability.。

How to Use Games in English TeachingAs English becomes more and more accepted as an international language,interest in the English teaching to younger learners has been steadily growing in recent years. Accompanied with the carrying out of the new English Curriculum Standard by the Ministry of Education of Chinese government, there are a lot of new problems arising from the field of English teaching in the primary schools. This thesis holds the hypothesis that game-teaching approach should be adopted in children’s English teaching, and also probes into the reliability and pros and cons of using games in the teaching process.Games are a different kind of play activity. They are highly structured and include specific rules to be followed (Spodek Bernard and Saracho Olivia, 1994, p.132). Specially, teaching game is one of the kinds of the games. Byrne (1995) gave the definition to games as a form of play governed by rules. He suggested:“Games should be enjoyed and fun. They are not just a diversion, a break from routine activities, but a way of getting the learner to use the language in the course of the game.”(Byrne, 1995, p. 32).From the above, we can safely drawn a conclusion that “game” in language teaching (teaching game) can be defined as an organized activity that usually has the following properties: A. a particular task or objective; B. a set of rules; C. competition between players; D. communication between players by spoken or written language.There is a widely-held lay belief that younger second language learners generally do better than older learners. Children exercise a good deal of both cognitive and affective effort in order to internalize both native and second languages. Moreover, one of most essential thing that teachers teaching children’s English should make all means to motivate their spirit and sustain their interest in learning English. Therefore, most of those teachers chose the method by using games in the teaching process,because games using is closely related to characteristics of children for their age and their features of psychology. However, just as we know, language learning is no t easy work. In a word, games can help and encourage many learners to sustain their interest and they play an important role in language teaching:It has been found that one appropriate strategy to encourage language acquisition is using language games. Children have a greater need to be motivated by the teacher or the material, and they are easier to be motivated.Many scholars agree that games in the language classroom have been considered a better way to arouse the interest of children, John Dewey claimed games were integral to schooling since they provided active and position learning experience. Games are also listed in the language skills for the learning stage of primary school in the New English Curriculum Standard. When using games in the classroom, it is beneficial for teachers to have a complete understanding of the definitions of games: a form of play concerning rules, competition, and an element of fun. Teachers should also consider the advantages of games: the ability to capture students’ attention; lower students’ stress; and give students the chance for real communication. (Campell Linda, Campell Bruce and Dickson dee, 1999).For adults and children, difference between the age group in learning styles, abilities and motivation entail corresponding differences in selection of materials and methodology and in lesson plan. Children have a greater immediate need to be motivated by the teacher or the material in order to learn effectively. Teacher can raise children’s motivation and enthusiasm by se lecting interesting activities. They are always curious about the interesting things. Games are one excellent means to maintain the curiosity in the English course. When the teachers ask the children to play games, they are prepared to enjoy. All this mean that it is easy to maintain a high degree of motivation and to make the English class into an enjoyable and stimulating experience for the children.To successfully teach children English requires specific skills and intuitions that differ from those that a teacher would use for adult teaching. Brown (1994) suggestedfive categories help the teacher to give some practical approaches to teaching children as follows:The first one is intellectual development. Since children (up to the age of about eleven) ar e still in an intellectual stage of what Piaget called “concrete operations,” we should remember their limitations. Rules, explanations, and other even slightly abstract talk about language must be approached with extreme caution. Play (game) is a way of m anipulating the outside world so that it serves a vital function in the child’s developing intellect and remains.The second one is attention span. One of the most salient differences between adults and children is attention span. Children have short attention spans. The short attention spans come up only when the teachers present stuff that to them is boring, useless, or too difficult. Since language lessons can at times be difficult for children, the teachers should try to make them interesting, lively, and fun.The third one is sensory input. Children need to have all five sense stimulated. The activities should strive to go well beyond the visual and auditory modes that we usually feel are sufficient for a classroom. As it is mentioned above, games use both visual and aural channels to activate the language production.The fourth one is affective factors. Children are often innovative in language forms but still have a great many inhibitions. They are extremely sensitive, especially to peers: What do others think of me? What will so-and-so think when I speak in English? Children are in many ways much more fragile than adults. Their egos are still being shaped, and therefore the slightest nuances of communication can be negatively interpreted. Teachers need to help them to overcome such potential barriers to learning.And the last one is authentic, meaningful language. Children are focus on what the new language can actually be used for right here and now. They are less willing to put up with language that does not hold immediate rewards for them. The need for meaningfulness in language learning has been accepted for some years. If the children are amused, angered, challenged, intrigued or surprised, the content is clearly meaningful to them., therefore the meaning of the language they listen to, read, speakand write will be more vividly experienced and better remembered. Games in language can meet the needsfor “meaningfulness”.OrganizationGames in language teaching can be divided into different categories. There are five types of language teaching games, consisting role-play, musical activity, intelligence games, sports games and drama performing, which met the need to develop students’ multi-intelligence.In games for language learning, the authors (Wright Andrew, Betteridge David and Buchby Michael, 1984) grouped the games according to their general and spirit (different functions as: picture games, psychology games, word games, true or false games, memory games, question and answer games, story games, guessing and speculating games and miscellaneous, which is easy for the teachers to handle.) Games can be found to give practice in all the skills (reading, writing, listening and speaking), in all the stages of the teaching/learning sequences (presentation, repetition, recombination and free use of language) and for many types of communication (e.g. encouraging, criticizing, agreeing, explaining). Several characteristic of teaching games must be considered: First, a game is a closed activity. Games must have a beginning and an end. It must be easy for the players, or the teacher, to know who is about to reach the aim. Second, a game needs less supervision from the teacher. This must be understood as linguistic supervision. Sometimes the game is conducted by the teacher who acts as judge, scorer and/or referee. Third, it is easier for students to keep going. Compared with pair or group work, a game has a lucid element that other interaction patterns do not have. This makes the activity more attractive.There are four types of games as cooperative games, competitive games, communication games and code-control games, which has been greatly adopted and will be stressed as following:The first one is Cooperative Games. In this type of game, the main action is centered in trying to reach the aim in cooperation. Players or teams work together towards the common goal (Jill Hadfield, 1984). This type of game is excellent toencourage the shy students, since it requires the participation of all the members of a team, group or pair. Some typical activities may include the completion of a drawing, putting things in order, grouping things, finding pairs or finding hidden things. Students are involved in the exchange of information to complete the task and in giving instructions. For example:Title: Cards on the TableAim: To memorize the correct spelling of words in an enjoyable way.Procedure: First, give the students one letter card each, and clear a space in the classroom and put a table in the middle. Then have the students stand in a circle round the table, 3 or 4 meters from it. Each student has one letter card each.Then the teacher calls out words he wants to revise, one at a time, and any student who holds a letter that is in that word must run forward and put the letter on the table.The last person who puts his letter down must spell the word and give its meaning. If unsuccessful, he/she is out of the game, and the teacher gives the correct answer. Students should take back a different letter from the table each time, i.e. they should swap with someone else.The second one is Competitive Games. In this kind of games, players or teams race to be the first to reach the goal. As the name indicates, in this type of game there is an overt competition between teams, or sometimes of an individual against the rest of the class (as in 20questions). The competition may also be of individuals against other individuals. The object of this type of game is finishing of reaching the end before the other competitors, making more points, surviving elimination, or avoiding penalties. The rules may require the players to produce correct language as part of the game and force students to draw conclusions more quickly. For example: Title: Slap itAim: To recognize words and listen for relevant informationPreparation: A set of 10-15 pictures of different kinds of food items for each team of 4 to 6 people.Procedure: Put the items on a desk and the students sit around the desk. The teacher describes the food item. When a student has an answer, she/he slaps the cardand says the word aloud. If the student is correct, he/she gets a team point. If the student is wrong, he/she is out of the game. Alternatively, in each group each student plays independently. If the student slaps the correct picture, he/she keeps the card as a point. The person or team with the most cards/points wins.The third one is Communication GamesThe main objective in this type of the games is getting the message over to the other players and reacting appropriately to their messages. For example when giving instructions, the player must be clear about rules, and the player following them must do exactly what he is required to. The tasks are usually practical, like following instructions, drawing, persuading other players, etc. this means that players will concentrate on the task rather than on the language, besides, students can see the results of their use of language at once, which will help to build students’ confidence.The thesis shows another illustration to this point at follow:Title: Have You Seen My SheepAim: to encourage careful description and listening about dressProcedure: A circle is formed with one player called IT outside the circle. He/She moves around the outside of the circle and taps someone on the shoulder asking, "Have you seen my sheep (or dog, cat, goat...)?" The Student responds: "Yes I have seen it." IT asks, "What's it wearing?" or "How is it dressed?" The student must describe someone in the circle e.g. green shirt, brown shoes, long hair. On recognizing that he/she is being described, the student must run round the outside of the circle away from IT. If caught before getting back to his/her place, he/she takes the place of IT.The fourth one is Code-control Games. This type of game requires that students produce correct language: structures, spelling, pronunciation, etc. the production of correct language will make the players of the team win points. For example: Title: Listen and ActAim: understand the meaning of some verbsProcedure: after learning some verbs, such as: run, walk, sit, stand, and swim, and so on, teacher say one word of them fast. Then have students stand in front of the blackboard and show the correct actions. Then continue.At the end of this part, one major problem must be mention about is that how can teachers adopt teaching games to sustain young learners’ interest in those teaching games. There lays a fact that those teaching games must changeable and variety. The teacher should find “new” games through different channels includi ng newspaper, radios and television programs. It is a wise precaution to collect and file games for use whenever you happen to come across them. Nowadays we also can surf the net get more information including the new games. The games we discussed above re fer to the games in classroom. After class we can encourage the children to use the games on the Internet if the condition permits. Thus, the language level is determined by the type of use, not just by the structures and vocabulary items.ConclusionThis thesis aims to examine the assumptions about game-teaching approach for children English teaching in the light of some literature and research, and also probes into the reliability and pros and cons of using games in the process. One useful strategy to encourage language acquisition is using language games which are defined as a form of play concerning rules, competition, and an element of fun. Games have the ability to capture students’ attention; lower students’ stress; give students the chance for real communication. All this mean that it is easy to maintain a high degree of motivation and to make the English class into an enjoyable and stimulating experience for the children. Games provide not only a learning experience but an enjoyable activity as well. Students, in the informal atmosphere of game playing, are less self-conscious and therefore more apt to experiment and freely participate in using the foreign language. Therefore, it may be challenging for teachers to try to add some games in class in order to develop students’ English proficiency of the target language.References中国基础教育司（2001年7 月）.国家英语课程标准（实验稿）.中国基础教育司工作组出版.Cesar Klauer.（2001）.Teaching with the brain in mind. Association for Supervision&Curriculum Development.Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st century.New York, NY: Basic Books.Jill Hadfield, (1999). Elementary communication games .Oxford University Press. Spodek, Bernard; Saracho, Olivia (1994). Foundations of early childhood education.Englewood Cliffs, Prentice-Hall Canada.Wright Andrew, Betteridge David and Buchby Michael. (2001).Reframes of mind: Thetheory of multipleintelligences. New York, NY: Basic Books./book_details/index2.php?isbn=0133267377&type= classification&mysearchterms=JDD... - 27k/nyutoday/archives/14/09/green.nyu - 7k/yingyu/xinwen3.htm - 23k。

学习role play的英语作文Role play is an effective and interactive teaching method that can enhance students' language skills and communication abilities. By engaging in role play activities, students have the opportunity to simulate real-life situations, practice language in context, and improve their confidence in using the target language.One of the main benefits of role play is that it brings language learning to life. It allows students to apply what they have learned in the classroom to authentic contexts, such as ordering food in a restaurant, booking a hotel room, or conducting a job interview. By role playing these scenarios, students can practice using the appropriate vocabulary, expressions, and grammar structures in a meaningful way.Furthermore, role play encourages students to use language creatively and spontaneously. It challenges them to think on their feet, respond to unexpected situations, and interact with others in a natural and fluid manner. This can help students become more flexible and confident communicators in both oral and written communication.Moreover, role play can also help students develop important interpersonal skills, such as active listening, empathy, and teamwork. By taking on different roles and perspectives, students can gain a deeper understanding of others' thoughts and feelings, and learn to communicate effectively and respectfully with their peers.In addition, role play can be a fun and engaging way for students to learn. It can break up the monotony of traditional classroom activities, spark students' interest and motivation, and make learning more enjoyable and memorable. In fact, research has shown that students who engage in role play tend to retain information better and perform better on assessments compared to those who do not.To conclude, role play is a valuable tool for language learning that can improve students' language skills, confidence, creativity, and interpersonal abilities. By incorporating role play activities into the classroom, teachers can create an interactive and dynamic learning environment that benefits students academically, socially, and emotionally. So, let's encourage students to step into different roles, unleash their creativity, and have fun while learning English!。

利用角色扮演建立实际情景的英语对话（以下是根据题目要求写的一个示例文章，请参考）Title: Utilizing Role-playing to Establish English Dialogues in Real-life SituationsIntroduction:Utilizing role-playing as a teaching method in English language learning has proven to be an effective tool for building communication skills and enhancing language proficiency. By simulating real-life situations through role-playing, students are able to engage in meaningful and authentic dialogues. This article explores the benefits of using role-playing in English language classrooms and provides examples of how it can be implemented in various scenarios.Benefits of Role-playing in English Language Learning:1. Enhanced Communication Skills:Role-playing creates opportunities for students to practice and develop their speaking and listening skills in a realistic context. By assuming different roles and engaging in conversation, students learn to express their ideas, opinions, and emotions effectively.2. Increased Confidence:Role-playing encourages students to step out of their comfort zones and take on different roles. This helps in building self-confidence as studentsbecome more comfortable speaking in English and expressing themselves in various situations.3. Cultural Awareness:Through role-playing, students are exposed to different cultural perspectives and customs. They learn how to navigate cultural differences and develop a better understanding and appreciation of diverse cultures.Implementation of Role-playing in English Language Classrooms:1. Travel Agency Dialogue:In this scenario, students can pretend to be a travel agent and a customer. They can engage in a dialogue where the customer wants to book a vacation package. The conversation can include discussing travel destinations, accommodation options, and transportation arrangements.2. Job Interview Dialogue:Role-playing job interview dialogues can help students prepare for real-world job interviews. Students can take turns being the interviewer and the interviewee. They can practice answering common interview questions and develop effective communication skills while showcasing their qualifications for a job position.3. Restaurant Ordering Dialogue:Simulating a restaurant scenario allows students to practice ordering food, asking for recommendations, and expressing preferences. They can play the roles of a waiter/waitress and a customer, engaging in a dialogue that involves menu choices, dietary restrictions, and polite interactions.4. Medical Consultation Dialogue:In this scenario, students can role-play as a doctor and a patient, focusing on medical vocabulary and the appropriate use of language in a healthcare setting. The conversation can revolve around symptoms, medical history, and treatment options.Conclusion:Role-playing provides students with the opportunity to engage in realistic, practical, and engaging English dialogues. By simulating real-life situations, students can practice their language skills in a supportive and interactive environment. Educators should consider incorporating role-playing activities into their English language classrooms to promote effective communication and enhance language proficiency.。

角色扮演在英语教学中的作用The Role of Role-Play in English Language Teaching.Role-play has emerged as an effective teaching strategy in various disciplines, and English language teaching is no exception. This article delves into the significance ofrole-play in English language classrooms, exploring how it enhances student engagement, language proficiency, and cultural understanding.1. Enhancing Engagement and Motivation.Role-play is an interactive teaching method that involves students taking on different roles in a simulated scenario. This active participation immediately grabs students' attention, making the learning process more engaging and enjoyable. As students are required to immerse themselves in the role, they become more invested in the learning outcome, thus motivating them to put in more effort.2. Improving Language Proficiency.Role-play provides students with ample opportunities to practice their speaking and listening skills. As they engage in meaningful conversations within the context of the role, they learn to use language appropriately in different situations. This practical application of language helps students internalize grammar rules and vocabulary, making them more fluent and confident in their communication.Moreover, role-play often involves solving problems or dealing with real-life situations, which encourages students to think critically and creatively. This cognitive engagement further enhances their language proficiency by promoting deeper understanding and application of language structures.3. Fostering Cultural Understanding.Role-play often involves scenarios that are culturallydiverse, giving students the opportunity to explore and understand different cultures. As they take on roles from different backgrounds, they gain insights into how people from different cultures communicate, behave, and interact with each other. This cultural immersion helps students develop a more tolerant and inclusive attitude towards diversity, enhancing their cross-cultural communication skills.4. Promoting Collaborative Learning.Role-play often requires students to work in groups, promoting collaborative learning. This team-based approach encourages students to share ideas, provide feedback, and learn from each other. As they work together to achieve a common goal, they develop skills such as teamwork, communication, and conflict resolution. These skills are not only valuable in academic settings but also in their future careers.5. Bridging the Gap between Theory and Practice.English language teaching often focuses on theoretical aspects such as grammar and vocabulary. However, role-play helps bridge the gap between theory and practice by providing students with real-world scenarios to apply their knowledge. This hands-on experience allows students to see the practical applications of the language they are learning, making the learning process more meaningful and relevant.6. Encouraging Creative Thinking.Role-play encourages students to think outside the box as they are required to imagine themselves in different situations and respond creatively. This creative thinking fosters innovation and imagination, skills that are crucial in today's rapidly changing world.In conclusion, role-play is a powerful tool in English language teaching that enhances student engagement, language proficiency, and cultural understanding. By providing students with interactive and meaningful learning experiences, role-play helps make the learning process moreenjoyable and effective. As teachers continue to explore innovative teaching methods, role-play remains a valuable addition to the English language classroom.。

Role-play in English Language Teaching and Learning 【abstract】teachers have been familiar with communicative activities for many years, but the idea of making good use of them is not widely known and probably even less widely applied. this essay highlighted role-play approach from different points of view and gave more practical facts to support it.【key words】 role-playenglish teachingenglish learningvocational school studentssurveying the landscape of english language teaching in china, one is reminded of a heavy-loaded coach rumbling on a pitted road. the going is anything but smooth, but the vehicle keeps moving ahead.1 actually, “much more input, but less output” goes along with english language teaching for many a year. it really deserves our more attention.chapter one: communicative approach deserves our more attention.communicative approaches regard the classroom as a place where communications of various kinds take place, affording students opportunities to acquire english as a foreign language. in this interpretation of communicative language teaching, the heart of the language lesson is thecommunicative activity itself, could be described as “using english to learn it”.2 in reality, communicative activities in english language class open channels of communication to the target community at a personal level of contact and provide life experiences mediated through the second language.3in other words, well-designedlanguage activities can usually motivate studentsto learn english. through the activities, students picture themselves as capable because they can do something with their own knowledge. little by little, the more chances the students get to use english, the more their ability to communicate in english will be improved.chapter two: the theoretical basis for the role-play approachrole-play, as one of all kinds of communicative activities is good for both english language teaching and learning. the idea of role-play is to create a seemingly real-life situation in the classroom. the teacher acts as a guide and a model for learning instead of only a source of knowledge. he or she leads the students into a certain communicative environment, and let them use english to express themselves in a simulated real world.2.1 the role-play approach is in accordance with psychological basis.everything is done in a certain state of psychology. students’ acquiring knowledge is not an exception. when the students appear themselves happy, attentive and quick-minded, they are more apt at acquiring knowledge. while the students feeling gloomy, inattentive or slow in thought, that is not the proper condition to teach them anything. “dumping knowledge” has no possibility to be well digested.2.2 the role-play approach is in conformity with neurological basis.study of man’s brain has obvious evidence that brain’s function is divided into four sections: feeling section, storage section, and imagination section and judgement section. acquisition of knowledge is a process gone through the above-mentioned four sections in one’s brain. in common sense, the full spring in use of one of the four sections will bring down the function of the remains. as we can see, imagination section is in its full play at the preparatory stage of role-plays. a group of students try to borne their plays different from others, certainly in a given context. then feeling section and judgement section work together wellenough to finish the performance and storage section is working through the whole course. during the performance of a role-play, there is no section being overloaded or free of any pressure. that is to say, the four separate section work together harmoniously so as to consolidate newly gained knowledge in one’s brain.2.3 the role-play approach guarantees the combination of receptive skills and productive skills.a foreign language learner’s competence in using the language is actually the combination of the learner’s “receptive skills”(listening and reading) and “productive skills”(speaking and writing). as language acquisition is in fact a process in which input and output affect and influence each other. under the role-play approach, students’language competence is comprehensively fostered from different sides by converting teaching contents into concrete learning activities, which will intensify input and facilitate productivity so as to promote both students’receptive and productive skills.42.4 role-play exerts a gradual influence on art education for vocational school students.role-play is a kind of comprehensive art, which gradually cultivates the awareness of students toward beauty. it requires of actors and actresses that they should convey the main information and express emotional feeling through their own words, facial expressions, body language, ready-made stage properties, appropriate setting and music as well.chapter three: more practical facts to support therole-play approachunder the role-play approach, teachers win a success to cultivate the students’ impulse for engaging in communicative interaction. little by little, they act as active participants in english class instead of passive recipients of knowledge. here, i will cite an example—lesson 119: “a true story” from new concept english (new edition, book 1) to get more practical facts. this lesson is for vocational school students (grade three, practical oral english course) in shanghai commercial accounting school this march .3.1 preparatory stage (20-30 minutes)this stage aims at making good preparation forrole-playing performance. the teachers can introduce the topic and necessary background information to arousestudents’ interest to the text.introduction of the new lesson: in foreign countries as well as in china, parrot is a lovely pet popularly raised in a family. as we all know, a parrot is clever enough to imitate your words one by one which often amused you very much. (ask the students whether they have a parrot in their family? if yes, welcome the students to the front of the classroom and say something interesting about his parrot.) today we will learn a true story about a bright parrot. now let’s see what happened to the parrot, ok? please listen to the tape carefully, at the same time, try to find out who called out to the thieves in the dark?they are fascinated in reading through the text. after listening to the tape, the students can be encouraged to use their own words to retell the text to the class. then it is time to give assignment. that is, the students are divided into nine simultaneous groups to work in fives. (there are totally forty-five students in the class.) please pay attention that each group will be given three minutes to finish their performance.3.2 role-playing stage (a lesson period of 40 minutes)as to create the environment for students’ role-playing, i suggest that students move their desks and chairs to seat themselves in one or two circles before class. during the wonderful performances, the students performed their stories willingly and attentively. one of groups highlighted itself with not only a brief prologue and behind-the-scenes words, but also filling the characters’ words into some popular songs. a very clever parrot was portrayed lively in their performance, and the two students acted as burglars were covered over their eyes with a strip of black paper with two holes on, incidentally revealing their shifty-eyed expression. the two thieves walked into the room on tiptoe, which perfectly coincides with the negative characters. in fact, the five students in this group immersed themselves in the role-playing, communicated with the audiences so harmonious that finally won the other groups in the performance. for the rest time of this lesson period, the teacher could make commentary on students’ performances. he or she could highly praise the best actor and actress, and explain the reasons for students to take an example for learning next time.3.3 consolidating stage (10-20 minutes)during the consolidating stage, the teacher should give some correction on students’ mistakes, and guide students through the exercises in the textbook to reinforce what has been learned during above two stages. the exercises can consolidate the students’ newly learned grammar points and develop their listening, speaking, reading and writing abilities.3.4 the feedback from the studentsafter teaching the new lesson “a true story” in this class, i carried out questionnaire among students. there are totally forty-five students in the class, all questionnaires were returned. the result is that thirty-five students agree the text-based role-play teaching approach better than old ones, the five regard it common, the rest three prefer the traditional way and the last two have no ideas at all . most students preferred to learn english by productive activities like the text-based role-play rather than only through receptive activities, such as sitting quietly, listening to the teacher and taking notes carefully.chapter four: conclusionvocational school students are very young, they are talkative and active, and they also have good memories, allwhich are of much benefit to english language learning. using the role-play teaching approach appropriately, english teachers are sure to carry out english language teaching in a livelier and more meaningful way.reference[1]allen patrick and harley, bingit. issues and options in language teaching. ed. w.h.stern.[2]li qiong. pattern drills teaching in a communicative way for junior students [a]. 郑宗杜、郑声滔主编.[3]wang zongyan. trends of elt in china [j].[4]许葵花. 外语教学中过程戏剧表演的科学性[j].。